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Быстрый и грязный копипаст из источника 1, чтобы быть отредактированы --Luance DeAngeluotti 02:21, 24 июня 2005 (ФДТ)май гхчто это?Moon-mining включает в себя использование POS для извлечения сырья из Луны. Лунная структура массива будет добывать Луну, на которой закреплен ваш POS. Это при условии, что у Луны есть материалы. Чтобы найти, если у вас есть подходящая луна, вы должны сделать некоторые съемки Луны (предыдущий раздел).
The materials you harvest can be sold to other players or developed into more complex materials - eventually possibly allowing the construction of a T2 component.
- 1 ксхуйвамчто мне нужно для моей луны ?аа
- 2 Where can I moon mine?
- 3 Reaction blueprints
- 4 Configuration
- 5 Stage 1: Raw Materials
- 6 Stage 2: Processed Materials
- 7 Stage 3: Advanced Materials
- 8 Stage 4: Tech 2 Component
- 9 Teamwork
- 10 Sources
ксхуйвамчто мне нужно для моей луны ?аа[edit | edit source]
Вы не можете использовать Moon mine с вашим кораблем или горнодобывающей баржей, Moon mining может быть достигнут только с помощью структуры массива Moon Harvesting на вашем POS.
Required Items:
- Moon Harvesting Array: Needed to extract materials from a moon.
- Silo: Needed to store Moon materials
Optional Items:
- You may need a Coupling Array.
- You may need a Reactor if you plan to process the materials.
Where can I moon mine?[edit | edit source]
Moons in 0.3 security rated systems and below all have the potential of having materials to mine, excluding wormhole systems.
Reaction blueprints[edit | edit source]
Reaction blueprints are much like a blueprint used for manufacturing ships or modules. When installed into a Reactor Array structure, it tells the reactor what type of material to create based on the materials being fed into it. In most cases your reactor will be connected directly to your moon harvesters, so you will need to get a Reaction Blueprint that matches the materials produced by your moon. Without a Reaction blueprint, your Reactor Array will not work. You must ensure you use the right Reaction Blueprint or your reactor will not be able to process your moon materials into something better.
Why do I need to create reactions?[edit | edit source]
There are several stages to moon material processing.
Raw Materials -> Processed Materials -> Advanced Materials
To get from one material state to the next you need to put the materials into a Reactor Array and insert the right Reaction Blueprint to create the next level of a material. There are many types of materials and many types of Reactions but the 3 groups remain the same, think of the above 3 like this, Wheat -> Flour -> Bread
You can sell the Wheat, but it can also be turned into Flour. You can sell the Flour but it can also be turned into Bread - which is obviously the most wanted.
There are two types of Reaction Blueprint:[edit | edit source]
Simple Reactions[edit | edit source]
Simple Reaction blueprints are used as the first stage of processing products from a moon. They are used to turn Raw Materials into Processed Materials. (Wheat -> Flour)
Raw materials -> [Simple reaction blueprint] -> Processed Materials.
Complex Reactions - good luck with that... HAHAHA[edit | edit source]
Complex Reaction blueprints are used as the second stage of processing products from a moon. They are used to turn Processed Materials into Advanced Materials.
Processed Materials -> [Complex reaction blueprint] -> Advanced Materials.
Installing A Reaction Blueprint in your Reactor[edit | edit source]
- Right-click on your Reactor Array and click 'Access Resources'
- Drag and Drop the Reaction blueprint in that corresponds with the materials produced by your moon
You will then need to configure the process via your Control Tower before onlining the structure..
Configuration[edit | edit source]
Below you will find out about the process of making a construction component (Tech 2 part) from moon mining.
Your Moon Harvesting Array mines the moon and stores the contents in your Silo. All of this must be configured via your Control Tower prior to onlining your Moon Harvesting Arrays.
Once you have surveyed a good moon, you can begin mining it with your Moon Harvester Arrays. Moons all vary in material content and abundance of content but never run out of the material they provide.
NOTE: Changing Harvester and Silo type can only be done while the Moon Harvesting Array and Silo structures are offline.
To configure your POS for Moon harvesting:
Configure Your Harvesters · Open your Control Tower's management window · Click the 'Production' tab · Click 'Change type' for your Moon Harvester · Select one of the materials produced by your moon · Click 'Apply' on the management window
The next step is change the type for the Silo to tell it to store the same thing that you are harvesting.
Click the 'change type' button on the Silo. You can now select a Raw material you wish to be stored inside it. You can only select one type of material to store in a silo at a time. Please be aware that the drop down list for the Moon Harvesting Array and Silo differ slightly.
Next you need to show the POS how you want the process flow to be. Drag the output of the Harvester Array (which should now be a raw material icon) into the Input of your Silo.
Click Apply to save. Now online your silo, then harvester(s).
Your Harvester Array will begin warming up one cycle then will start harvesting.
Stage 1: Raw Materials[edit | edit source]
Ok, we know that once harvested, moons will produce Raw materials, but what exactly are Raw Materials? Well, there are two types of Raw Material, these are Gases and Metals. Gases are common, Metals are rarer, but both are essential if you plan to process your materials.
Gases: Atmospheric Gases, Evaporite, Hydrocarbons, Silicates. Metals: Cadmium, Caesium, Chromium, Cobolt, Dysprosium, Hafnium, Mercury, Neodymium, Platinum, Promethium, Scandium, Technetium, Thulium, Titanium, Tungsten, Vanadium.
A Moon Harvesting Array can mine 100 units of whichever raw material your moon has. So if your moon produces Atmospheric Gases and Tungsten, you can mine 100 of either but not both at the same time unless you have two Moon Harvesting Arrays (one mining each).
Your Moon Harvesting Arrays will mine then deposit your raw materials into the silo you specified during configuration. This will continue until you stop the process or until your Silo is full. You will need to offline the Silo before you can empty it, this is where a Coupling Array comes in handy.
To avoid missing a moon cycle you can anchor a Coupling array. In the production configuration you would simply pipe the output from your Harvester into the input of the Coupling Array, then pipe the output of the Coupling into the input of your Silo. The Coupling Array will temporarily hold any materials that come out whilst you are emptying your silo.
You now have the option to either sell your Raw materials or process them into something more complex: Processed Materials.
Stage 2: Processed Materials[edit | edit source]
So you've decided to turn your newly aquired Raw Materials into a more useful material (Wheat into Flour). You do this by combining them together in a Reactor Array to create the Processed Material.
It is at this stage of Moon Mining where you first use the Reactor Array.
The Reactor Array mixes various materials (can be raw or Processed) together to produce the next more complex material in the process. Reactor Arrays need a Reaction Blueprint to determine which materials to produce. Think of the Blueprint like a ship blueprint where you need Tritanium and Mexallon, but instead of minerals think Raw materials (Titanium, Silicates etc.)
NOTE: Not all materials will create a reation. You need the correct materials for the Reaction blueprint.
Setting up the Reactor is always done before onlining it. You insert the correct Reaction Blueprint and the Reactor will automatically prepare itself and detect if you have the two or more materials it needs for the Reaction. The Reactor will look in your Silos and can also be fed directly from your Harvesters. The Reactor is configured on the Production tab of you Control Tower, drag the output of the Reactor into a spare Silo. If all is done correctly the Reactor Array will start up.
The Raw materials will flow out from your Harvester Arrays into your Silos. The Reactor then takes the raw materials it needs and mixes them together according to which Reaction Blueprint you have placed into it. If done correctly, the output in your spare silo will be a Processed Material. You may have to buy other Raw Materials your moon does not produce and place them into spare silos to make some reactions.
Processed Materials are mixtures of gases and solids, these are: Caesarium Cadmide, Carbon polymers, Ceramic Powder, Crystallite Alloy, Dysporite, Fernite Alloy, Ferrofluid, Fluxed Condensates, , Hexite, Hyperflurite, Neo Mercurite, Platinum Technite, Prometium, Rolled Tungsten Alloy, Silicon Diborite, Solerium, Sulfuric Acid, Titanium Chromide, Vanadium Hafnite.
Once you have a Processed Material you can either sell it or process it into something even more complex: Advanced Materials.
Stage 3: Advanced Materials[edit | edit source]
Similar to the previous stage you can now change your Processed Materials into Advanced Materials (the ingredients for Tech 2 components). Advanced Materials require two or more Processed Materials to make (remember processed materials are made up of a many different raw materials). For the Processed Materials you need but don't have, you can buy or trade them from another corporation and store them in Silos for the next level reaction.
Again you need a Reaction Blueprint to make a specific Advanced material. This time you will need a Complex Reaction Blueprint. You will need to offline the Reactor in order to change Reaction Blueprint. Ensure your Silo which is being used as the output of your reactor is emptied of any previous material.
After the reaction of Processed Materials, the output in your designated Silo will be an Advanced Material. Just like the previous stage, only certain Processed materials together with the right Reaction Blueprint will make something.
Stage 4: Tech 2 Component[edit | edit source]
You now have some Advanced Materials. Advanced Materials are the basic ingredients required to build tech 2 components.
You will now need to buy a Tech 2 component Blueprint from market. (E.g. Magpulse Thruster blueprint).
Now, simply take the T2 component blueprint to a normal station factory and put your advanced materials in your hanger. Check the ingredients, you will find your Advanced Materials are probably only 1/3 the ingredients needed to build the component.
You will have to trade or buy the missing Advanced Materials that make up the component from other corporations that also create reactions.
For breakdowns of Raw Materials (Simple Reaction) and Processed Materials (Complex Reaction). See this LINK.
Teamwork[edit | edit source]
As you can see, there is NO WAY you can build a T2 part from start to finish with one POS. You will simply not have all the materials needed throughout each stage to do so. You will need multiple POS's to obtain everything you need and process them. Bear in mind CT's have limited powergrid and cpu meaning there are only so many structures you can have at your POS.
There is also a huge diversity of materials needed for it all to be possible to do in one go. But then again this very much depends on your moon. If you find a uber moon which has the right materials you can do a lot on your own. Many larger corporations will run 2 or 3 POS's to achieve this feat and provide an end product, but always take into consideration fuel, time, location and costs - it may be better to work with others.
The most efficient and cost effective way of T2 production is working with one or more dedicated industrial partner corporations. Based on what they produce, you produce the other half. For instance, if you both make Processed Materials, combined them with your partner to make a specific Advanced material then split the quantity or profits between yourselves.
Alternatively, you don't have to go all the way to Tech 2 components, you can pick what stage you want to comfortably work at and do your best at it. If it's just you and a couple of friends in your corp, then you can run a Small Control Tower and harvest Raw materials to sell onto to others. If you are a medium sized corp and have found a good moon, you could run Simple Reactions and produce Processed materials to Sell. If you are a large corporation and have several POS's, you could go all the way to a shiny and very much sought after Tech 2 Component.


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This is where you need to write your story! For now we've included this great quote: "I live for the applause, applause, applause. I live for the applause-plause, live for the applause-plause." --Lady Gaga
We've just finished an update on our login & registration services for the site.
Due to the way we store usernames and passwords, you'll need to reset your password before your next login to the website.
Simply head on over to the login page, and click the Lost your password? link & follow the instructions.

subset: commoncrawl


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Keep Your Holiday Foods Safe
Everyone loves getting packages in the mail. Especially when they're gifts of food—either homemade or from mail-order companies. Whether you are the sender or the recipient, here are some safety tips to keep in mind as you send and/or open your holiday food packages.
You rip into the holiday wrapping paper to find a holiday delicacy—an exotic, smoked game bird with a label that says "Keep Refrigerated."
Uh oh. It's been sitting in the living room for at least a week, and probably longer than that on a delivery truck. But it's smoked. Does that make it safe to eat? The United States Department of Agriculture (USDA) Processed Products division has the answer.
"If a product is labeled 'Keep Refrigerated,' that's a warning that not all the bacteria have been inhibited or destroyed. Refrigeration is necessary to keep the food safe to eat."
Properly refrigerated, your game bird would be safe to eat. But because it's been sitting unrefrigerated in your living room, bacteria have had plenty of time to multiply.
USDA explains that "smoked" turkeys, game, hams, and other meats are smoked for flavor, not for preservation, and must be kept refrigerated. Products labeled as country hams, however, are different. With their high salt content and dryness, they are safe at room temperature. Bacteria can't grow on them. Other gift foods—canned meats, vacuum-packed steaks, sausage, and cheese assortments may or may not need refrigeration, depending on how they were processed.
"There are several ways to process meats," according to the USDA. "Some canned meat products are heated to 250°F (121ºC), like vegetables and other canned goods. This effectively sterilizes them so they are shelf-stable. But some canned hams receive only a mild heat treatment after canning and therefore are not commercially sterile. These hams must be kept refrigerated."
"Vacuum packaging, while inhibiting the growth of spoilage bacteria, encourages the growth of other organisms like Clostridium botulinum that thrive in low-oxygen conditions. Vacuum-packed steaks are as perishable as raw chicken and should be stored in the same manner," according to the USDA.
Some sausages and cheeses in gift assortments don't need refrigeration. They are shelf-stable due to brining, drying and, sometimes, additives. Food additives are added to food during processing to prevent spoilage, protect flavor, and help prevent foodborne illness.
"Additives, together with drying and fermentation, make a processed product shelf-stable," says food scientist Robert C. Post, a branch chief in USDA's Standards and Labeling division.
What Foods Are the Safest?
- Jams and preserves, dried fruit, nuts, candies, and canned foods that do not require refrigeration
- Dry-cured country-style hams, beef jerky, hard salami, and other low-moisture meat products that do not require refrigeration
- Cookies, fruit cakes, and packaged processed cheese products
Guidelines for Sending and Receiving Holiday Food Gifts
Make sure that the food product comes with storage and preparation instructions. Some mail-order food gift items are of an unusual nature and consumers may not know how to handle or prepare them.
Arrange a delivery date. Tell the recipient if the company has promised a delivery date. Or alert the recipient that "the gift is in the mail" so that they or a neighbor can be home to receive it. Otherwise, it may sit (unsafely) on the front porch or at the post office for hours, or even days. Don't have perishable items delivered to an office unless you know they will arrive on a work day, and there is refrigerator space available for keeping them cold.
When you receive a food product marked "Keep Refrigerated," open it immediately and check the temperature. Optimally, the food should arrive frozen or partially frozen with ice crystals still visible, or at least, refrigerator-cold to the touch.
If perishable food arrives warm, notify the company if you think you deserve a refund. Do not consume the food. It's the shipper's responsibility to deliver perishable foods on time and the customer's responsibility to have someone at home to receive the package.
Keep it cold. Refrigerate or freeze perishable foods immediately. Even if a product is partially defrosted it is safe to freeze it, although there may be a slight loss of quality.
Tips for the "Mail-It-Yourselfer"
Pack it safely. Perishable foods will stay at a safe temperature longest if frozen solid first. Then pack them with a cold source such as a frozen gel pack or purchased dry ice.
Use a sturdy box. Pack your frozen food and cold source in a sturdy box, such as heavy foam or corrugated cardboard. Fill up any empty space with crushed paper or foam "popcorn." Air space in the box will cause the food and cold source to thaw more rapidly.
Label it "perishable." Your package should be clearly labeled "Perishable: Keep Refrigerated." Arrange a delivery date with the recipient. This is not the time for surprises. Ship your package by overnight delivery.
Food and Recipe Alert!
You may want to update holiday recipes that use raw or lightly-cooked eggs, such as eggnog, to avoid the risk of foodborne illness. Even refrigerated grade-A eggs with clean, uncracked shells (those usually assumed to be safe) can be contaminated with salmonella.
Eggs must be cooked thoroughly to kill any bacteria such as salmonella. If your eggnog recipe calls for raw eggs, it's not safe. Likewise, neither is Hollandaise sauce or mousse. Don't worry about cakes, cookies and candies, though. Eggs used in baking get thoroughly cooked and reach a temperature far above that needed to kill bacteria. The exception obviously would be raw cookie dough.
Back to eggnog. Named for a small drinking vessel known as a "noggin," warm eggnog was served in colonial times to colonists who were "under the weather." Today it is a popular holiday drink traditionally made with raw eggs and served chilled, sometimes with spirits added. While adding alcohol may inhibit bacterial growth, it cannot be relied upon to kill bacteria that may be present in raw eggs.
To make safe eggnog, cook or microwave it to 160°F (71ºC), or until the egg mixture thickens enough to coat a spoon. Refrigerate it at once. When refrigerating a large amount of eggnog, divide it into several shallow containers so that it will cool quickly. Do not fold raw, beaten egg whites into the cooked mixture, because they may also contain salmonella bacteria.
Commercial eggnog, however, is prepared with pasteurized eggs and requires no cooking. Eggnog made with egg substitutes is also safe, since these frozen commercial products have been pasteurized.
Holidays are fun, but hectic. But by keeping your holiday foods safe, you'll have one less thing to worry about!
Food and Drug Administration Center for Food Safety and Applied Nutrition
Food Safety Education, USDA
Canadian Partnership for Consumer Food Safety Education
Dietitians of Canada
Seasonal food safety. United States Department of Agriculture website. Available at: http://www.fsis.usda.gov/Fact_Sheets/Seasonal_Food_Safety_Fact_Sheets/index.asp. Accessed May 13, 2008.
USDA Meat and Poultry Department Hotline. United States Department of Agriculture website. Available at: http://www.fsis.usda.gov/Food_Safety_Education/usda_meat_&_poultry_hotline/index.asp. Accessed May 13, 2008.
Last reviewed April 2010 by ]]>Brian Randall, MD]]>
Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition.
Copyright © 2007 EBSCO Publishing All rights reserved.


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Popcorn is probably the most popular snack to eat and have while watching a movie. You don't need a fork or any other eating utensils to eat it - clean fingers will do just fine. Movie houses have great popcorn snacks, and some even offer different flavors like cheese, butter and salt, and other unique flavors. They have their own machines popcorn which ensures that every corn kernel is popped evenly.
Unfortunately, when you prepare your own popcorn at home, it's not as easy nor as delicious as the kind in the movie house. Most of the time, the popcorn you cook in the microwave oven will have kernels that didn't pop, as well as burnt ones, which are usually the first ones to pop. Plus, the flavors are either too salty and too high in calories.
Fortunately, you can get your own machines popcorn for home use. If you're just like me and want movie house popcorn in the comfort of your home, you'll be pleasantly surprised that you can buy your own popcorn machine online. visit the site for more information about movie house popcorn cooked in the comfort of your home. What's great about having your own popcorn machine is that there's no waiting in line for you to get your popcorn. You just need to make a one-time investment in buying the machine - compared to when you go to the movies where you always have to pay for the popcorn. Plus, you can cook as many or as little as you like. You will also have complete control over the flavors you put in - allowing you to count just how many calories are included in one bowl of your home made popcorn. Great popcorn snacks aren't just in the movie houses; you can make them right in the your own home!


text: Lactobacillus casei (Orla-Jensen) Hansen and Lessel (ATCC® 334™) Click here to learn about our Enhanced Authentication Initiative Type Strain: no / Biosafety Level: 1 General Information Characteristics Culture Method History Documentation Print Email Share Share this product Facebook Twitter Google+ Permits and Restrictions View Permits Deposited As Lactobacillus casei subsp. casei (Orla-Jensen) Hansen and Lessel Verified By Whole-genome Sequencing Isolation Dairy products; emmental cheese Biosafety Level 1 Biosafety classification is based on U.S. Public Health Service Guidelines, it is the responsibility of the customer to ensure that their facilities comply with biosafety regulations for their own country. Product Format freeze-dried Storage Conditions Frozen: -80°C or colderFreeze-Dried: 2°C to 8°CLive Culture: See Propagation Section Preceptrol® no Genome Sequenced Strain Lactobacillus casei ATCC 334, complete genome. Type Strain no Comments Proposed neotypeGenome sequenced strain Medium ATCC® Medium 416: Lactobacilli MRS Agar/Broth Growth Conditions Temperature: 37°CAtmosphere: 5% CO2 Name of Depositor LA Rogers Chain of Custody ATCC <-- LA Rogers <-- J Sherman Isolation Dairy products; emmental cheese References Dellaglio F, et al. Designation of ATCC 334 in place of ATCC 393 (NCDO 161) as the neotype strain of Lactobacillus casei subsp. casei and rejection of the name Lactobacillus paracasei (Collins et al., 1989), request for an opinion. Int. J. Syst. Bacteriol. 41: 340-342, 1991. Judicial Commission of the International Committee on Systematics of Bacteria, The type strain of Lactobacillus casei is ATCC 393, ATCC 334 cannot serve as the type because it represents a different taxon, the name Lactobacillus paracasei and its subspecies names are not rejected and the revival of the name ?Lactobacillus zeae? contravenes Rules 51b (1) and (2) of the International Code of Nomenclature of Bacteria. Opinion 82. Int. J. Syst. Bacteriol. 58: 1764-1765, 2008. PubMed: 18599731 Cross References Nucleotide (GenBank) : AJ286122 Lactobacillus casei partial recA gene for RecA protein, strain ATCC334. Nucleotide (GenBank) : AF097702 Lactobacillus casei 23S-5S intergenic spacer, long form, complete sequence. Nucleotide (GenBank) : AF097703 Lactobacillus casei 23S-5S intergenic spacer, short form, complete sequence. Complete Genome (GenBank) : CP000423 Lactobacillus casei ATCC 334, complete genome. Permits These permits may be required for shipping this product: Customers located in the state of Hawaii will need to contact the Hawaii Department of Agriculture to determine if an Import Permit is required. A copy of the permit or documentation that a permit is not required must be sent to ATCC in advance of shipment. Basic Documentation Product Sheet Certificate of Analysis SDS FAQs Accessing genome sequencing dataDate Updated: 9/30/2019 Criteria for reference quality genomesDate Updated: 9/30/2019


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- Departments
- Planning
- Evan Richert Lifetime Achievement Award
Evan Richert Lifetime Achievement Award
May 12, 2017
During their recent annual meeting, The Maine Association of Planners (MAP) recognized Evan Richert's iconic contribution to planning in Maine with this Lifetime Achievement Award.
Evan began speaking to Maine communities as a young journalist in Brunswick in the 1970's. After obtaining a degree from the Maxwell School in Syracuse, NY, he began his professional planning career at GPCOG. Working with South Portland, he eventually left GPCOG to work full-time for the City. In 1981, he formed Portland Research and Communications and, shortly thereafter, joined with Mark Eyerman to form Market Decisions, Inc. (MDI). Together the team grew MDI into a premier consulting practice that bridged the gap between public planning and the development community. Anchoring planning, development, and public policy with direct market research and analysis, Evan demonstrated the importance of data in analyzing planning problems and identifying appropriate policies and strategies to address them.
In 1996, Evan became Director of the State Planning Office (only the second professional planner to serve in that role) and lead the State and its professional planners in developing a framework to understand and plan for Maine communities, regions and the state. Under his tutelage and using the that bully pulpit, Evan lead the State in a discussion and focus on the cost of sprawl, the importance and unique stresses of service center communities, and the importance of merging lines between land use, the environment, and the economy, He helped precipitate ongoing conversations about planning issues throughout the State from the Capitol to City Halls and neighborhood assemblies. Collaboration among the various sectors of the state — government organizations, chambers, NGOs, and professional associations - came together in unique ways that continue to affect how planners do business in Maine.
Reaching out to and inspiring professionals, as well as college and graduate students, Evan has taught at the University of Southern Maine's Muskie School for many years.
Evan has also contributed to the scholarship of planning. His symposium on the Centennial of Ebenezer Howard's "Garden Cities of Tomorrow," one of the classics in planning history was named the "Honorable Mention" for the "Article of the Year" for the JAPA in 1998.
Over the years, Evan has received a number of awards that recognize his contribution to planning. Especially since his time with the State Planning Office, Evan has been the "mind" of planning in Maine. He represents the analytical side of planning, reminding all that planning is immersed in facts, both hard statistics and scientific assessment, as well as in an understanding of cultural and social values, topping those abilities off with the gift of translating complicated analysis in a way that not only informs, but touches the reader's spirit.
For the past 11 years Evan has been serving as the Municipal Planner here in Orono. His experience and commitment to his craft has been instrumental in preparing the Town of Orono for the future. We want to congratulate Evan on this well-deserved recognition.


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Paper use at the Rio+20 Conference on Sustainable Development was expected to be cut from 20 mililon sheets of papers to only 1 million thanks to the UN PaperSamrt initiative.
Rio+20 was the first major UN conference to carry out a "PaperSmart" programme to cut paper use, with a web platform built for sharing all conference documents so they could be downloaded anytime.
With nearly 50,000 people taking part in the Conference, the United Nations and the Brazilian Government emphasized the need to put sustainable measures in place that would avoid the use of pollutants and the production of waste – in line with the objectives of the conference.
"Normally, at a big conference like this one, we would have used more than 20 million sheets of paper," said Magnus Olafsson, the Director of the Meetings and Publishing Division of the UN Department for General Assembly and Conference Management, who also heads the UN PaperSmart initiative. "But for Rio+20 we expect to use less than one million."
In an interview, Mr. Olafsson stressed that "PaperSmart' does not mean "paperless," and while there are still large quantities of paper being distributed at the Rio+20 site, the amount of paper in circulation is far less than at previous conferences.
"For 67 years we have distributed statements of Member States in the media rooms. Reality shows that very few people actually take the statements with them, most of them would leave behind so at the end of the day you will have a big pile of unused statements," Mr. Olafsson said, adding that paper statements also have the disadvantage of not allowing onscreen editing.
"This is not a fight against paper, it is rather a war against waste," he emphasized. "The statements are all available in an online portal and if you want a paper copy you can request it."
161 totems (electronic information points) were installed in major hotels, airports and other locations around the city with information on the event, tips for tourism in the city, transport options, the Conference agenda, maps and other information services, all in Portuguese, English and Spanish.
The PaperSmart model has also helped to provide access to materials for the hearing and visually impaired, such as making documents available to be read via Braille, a common system that allows the visually impaired to read and write, and offering sign language interpretation for main meetings.
Useful links:
The Brussels based United Nations Regional Information Centre for Western Europe - UNRIC provides information on UN activities to the countries of the region. It also provides liaison with institutions of the European Union in the field of information. Its outreach activities extend to all segments of society and joint campaigns, projects and events are organized with partners including the EU, governments, the media, NGOs, schools and local authorities.
United Nations Regional Information Centre for Western Europe (UNRIC Brussels)
Residence Palace, Rue de la Loi/Wetstraat 155, Block C2,7th and 8th floor, Brussels 1040, Belgium
Tel.: +32 2 788 8484 / Fax: 32 2 788 8485


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Choosing a Complementary and Alternative Medicine (CAM) Provider
On this Page
Researching and asking questions can help you make an informed decision when choosing a provider. It is important to know the answers to these questions before starting treatment with a Complementary and Alternative Medicine (CAM) provider so you know what your responsibilities are and what to expect. Below are some suggestions of questions, and you will most likely have more of your own. Make sure to make a list of the ones that are important to you when meeting with the provider. Also, see the Medical Home Portal's Complementary and Alternative Medicine page.
Examples of CAM Providers
- Acupuncture
- Acupressure
- Hypnosis
- Biofeedback
- EEG Brain Mapping
- Neurofeedback
- Music therapy
- Gut repair specialists (i.e. gluten free – casein free diet and supplements)
Before Choosing a CAM Provider
Research the Provider and Practice
- Search for anything published by or about the provider online.
- Ask other parents if they have experience with this provider.
- Talk with your child's primary care doctor about the provider/treatments you are considering for your child.
Questions to Ask
- What is your specific experience as a CAM provider?
- How long have you practiced this type of medicine or alternative treatment?
- What are your credentials and licensure?
- Do you have experience with a child whose diagnosis and abilities are like my child's?
- What are approaches or methods do you use in your practice that have evidence to support their effectiveness?
- May I visit with you either in person or by phone to get to know you better before we set our first appointment?
- How often are visits usually scheduled?
- How long is the average office visit?
- Will you need extra time for my child?
- What will the provider do with my child during an office visit?
- Do you take labs? Where do you send them? What are the responsibilities of my family?
- How will you communicate and interact with the school or other services so we can coordinate care?
Assessment and Goal Setting
- How will you assess my child before we begin visits?
- What can we hope for/expect from these treatments?
- What is your process for setting goals for my child? As my child gets older, how may treatment change?
- How often will you assess and communicate my child's progress to me?
- Will you be able to see my child as an adult?
- Are there any specific examples of why we would stop treatment?


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JACKSONVILLE, FLORIDA – On one of the coldest mornings of the year, it wasn't only freezing for the runners in Donna'a 26.2 marathon for breast cancer. It was also a frigid challenge for hundreds of volunteers who dedicated their time and energy.
"I was a little nervous, I had to put my long johns on this morning when I watched the forcast. It is so cold" said Olivia Davis, a volunteer from the Mayo Clinic.
Olivia Davis and other volunteers helped stretch runners after the marathon. Runners today were cramping up more than usual because their bodies aren't accustomed to the cold.
'The runners get more stiff, and today they are more likely to cramp because of the cold. We are getting a lot more cramps today" said Davis.
Volunteers weren't the only ones wearing layer upon layer. Family members and friends supporting runners braved the chilly temps for hours on end as well. But the volunteers by far had a much longer day working shifts from 7am - 3pm.
Volunteers say it's all worth it.
"My daughter is a cancer survivor and I'm doing it in her honor. The cold has been very invigorating let me tell you, it's a thrill to be doing this" said Mary Mortensen.
For some reason, volunteers say the national marathon to fight breast cancer in Jacksonville always ushers in the arctic air.
"The Donna race is the coldest of the year, they don't plan it like that, but it always seems to happen. People are still volunteering having a good time" said volunteer Tom Bucher.
"I just bundled up and I have layer after layer on here, and I'm keeping warm. I've got on my cross country ski pants underneath here, I'm nice and warm" said volunteer Robert Beringer.
Volunteers say they did find some warmth today in their hearts, giving back.


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Aaron Smith, CNNMoney, Reporting
NEW YORK — The Hill, a political news site, unveiled its annual list of the 50 richest lawmakers on Tuesday. Rep. Michael McCaul, a Republican from Texas, held on to the top slot with a cool $290.5 million.
"McCaul remains in the stratosphere of the very richest members of Congress," said The Hill, noting that his wealth "stems from several family trusts," and that his father Lowry Mays founded Clear Channel Communications. His value actually rose by $3 million in 2011, the time period covered in the list.
McCaul is far ahead of his challenger, Sen. John Kerry of Massachusetts, the wealthiest Democrat in Congress, who reported a net worth of $198.8 million last year. That's a $5 million increase from the year before, even though in 2010 he only made No. 3. Much of Kerry's wealth comes from his wife, an heir to the Heinz Ketchup estate.
Rep. Darrell Issa, a Republican from California, dropped one notch from 2010 but still placed third. The Hill said his wealth plunged about $80 million to $140.6 million. He is the founder of Directed Electronics, a maker of car security systems and also has a high-yield trust worth $50 million as well as bond holdings. He took on $50 million worth of personal loans last year, which The Hill said was the main reason his estate took such a big hit.
Rep. Jared Polis, a Democrat from Colorado, come in fourth, with $91.1 million, after his wealth soared by $25 million last year. His portfolio includes a blind trust and tech company holdings.
The fifth richest lawmaker is Sen. Mark Warner, a Democrat and former Virginia governor, with $85.9 million. The Hill said his assets include investment funds, bonds and a $1 million life insurance policy.
Rep. Paul Ryan, a Republican from Wisconsin and a candidate for the vice presidency, is worth a relatively paltry $2.2 million and didn't make the cut.
Even though Democrats make up three of the top five on The Hill's list, Republicans outnumber Democrats, 31 to 19.


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Let us pray in thanksgiving for the life of Fr. John P. Murphy, SJ, who died on Tuesday, March 14, 2017, at Colombiere Center in Clarkston, Mich. He was 79 years old, a Jesuit for 60 years, and a priest for 47 years.
John was born on March 10, 1938, in Chicago. He graduated from Saint Ignatius College Prep in Chicago in 1954 and entered the Society of Jesus on August 8, 1956, at Milford Novitiate in Milford, Ohio. He was ordained a priest on May 29, 1969, at St. Joseph Catholic Church in North Aurora, Ill. John professed final vows at Loyola University Chicago on February 2, 1974.
In 1960, John earned a bachelor's degree in Latin and Greek from Xavier University in Cincinnati. He earned a master's degree in the same areas in 1962 and a doctorate in classical languages from Fordham University in 1963. He also earned a bachelor's degree in philosophy from the Gregorian University in 1966, a licentiate degree in sacred theology from Bellarmine School of Theology in North Aurora in 1970, and a master of divinity from Loyola University Chicago in 1970.
During his regency, John taught Latin at Loyola Academy in Wilmette, Ill. (1963–64). He spent more than 20 years at Loyola University Chicago as a professor of Latin and Greek (1970–93) and freshmen dean (1977–86). John spent four years in the Jesuit Curia in Rome as the regional secretary for the the USA and English-speaking Western Europe (1993–97). He then returned to Loyola University Chicago, where he taught (1997–2002) and was chair of the Classics Department (1999–2002). Following this, John became associate pastor of St. Xavier Church in Cincinnati, where he stayed until he moved to Colombiere Center in 2012 to care for his health.
John was a gifted researcher, professor, and scholar. He authored and edited many books including:
Sunday, March 19, 2017
5–7 p.m.
Wake Service: 7 p.m.
Colombiere Center
9075 Big Lake Road
Clarkston, MI 48346
Monday, March 20, 2017
10:45 a.m.
Colombiere Center
9075 Big Lake Road
Clarkston, MI 48346


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He's played a hiker who amputates his own arm, a mover and shaker of the Beat generation, and now, James Franco is slated to play an evil serial killer.
Page Six says that Franco will also direct the movie version of Phillip Carlo's "The Night Stalker" during a hiatus from earning his doctorate at Yale (among his many other pursuits). The screenplay was co-produced by Chris Cornell and Nicolas Constantine of the band Soundgarden, in turn based off a book by Phillip Carlo. The band members have also proved to be multi-talented; Constantine penned the screenplay.
The story is about a Southern California man named Richard Ramirez who, in 1985, went on a murderous rampage. Ramirez was later convicted to 13 counts of murder, five attempted murders, and eleven counts of sexual assault.
U.S. & World
"Phil Carlo painted such an amazing portrait of Richard Ramirez," Constantine said. "Sure, Ramirez was a monster—but Phil investigated how he became that monster, and that's what this film is about."
But Constantine wasn't confident that the ubiquitous Franco would want to direct a film like this, as the subject matter is so sinister.
"I had no idea if he would it it, though, since it's pretty dark subject matter." After seeing three short films that Franco directed, Constantine had a better understanding of Franco's work.
"[The films] confirmed James definitely had this dark side, and it definitely sealed the deal for us."


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The Assumptions We Make About Diversity
Diversity isn't always visible, but it's always present, relevant, and an integral part of student learning.
Most faculty want to make their classes as inclusive as possible, but sometimes we have assumptions that get in the way of exploring all of the possibilities for inclusion. We can begin by examining some assumptions about diversity.
Assumption 1: "My students aren't diverse."
Many faculty teach at institutions or in departments where students appear to be relatively homogenous. We often talk to teachers who will comment, for example, that most of their students are white, male, and 20 years old.
First, this raises the question, "Why isn't there more diversity in your school or department?" The apparent lack of diversity is what makes diversity an issue in your class.
Second, simply because your students are visibly similar does not mean they are homogeneous. Think about all the aspects of your own identity: ethnicity, gender, religion, social class, country or region of origin, age, physical ability, family background, sexual orientation, educational history, physical appearance, learning style. You could probably identify many aspects of your identity that influence who you are in the classroom.
Our students are no less complex. Each student is a unique combination of experiences and identities, most of which will be invisible to us. We may see them for three hours per week for a lifetime total of only 45 hours or so. Our classes take place in the larger context of their lives. Anything we bring into the classroom has the potential to connect to their lives, often having an emotional impact (good or bad) that can affect their learning. We won't always know when, how, or why these connections occur, but we need to assume they will and be open to them.
It's all too easy to slip into the bad habit of making assumptions based on outward appearance. We knew one student who looked like a typical 20-year-old white male from the Midwest, a category that is often dismissed as immature and provincial. This student, however, was a veteran who had recently been in combat in Iraq and brought to class a set of experiences that one could not expect just looking at him.
Students are diverse in more ways than we will probably ever know, but starting with the assumption of great diversity opens our classrooms up to exciting and constantly changing possibilities.
Assumption 2: "If everyone is diverse, then why does it matter?"
Sometimes discussion of diversity stops at recognizing that we're all different. As teachers we also need to consider how those differences can affect the learning environment in both positive and negative ways. Not only do our classes take place in the context of our students' (and our own) lives, they also occur in the larger context of the world around us. We do not teach in a vacuum. We live within the power dynamics of society at large, and our classes can reinforce, interrupt, or make visible that power.
What happens in the classroom sometimes reinforces inequities outside the classroom. We found an example in this student quote from Interrupting Heteronormativity (Gupta, Farrell, & Queen, 2004):
I took French classes last year, and even though my TA seemed very liberal, as part of getting us to speak in French, she'd ask questions like, "How would you describe your ideal boyfriend?" and "How would you describe your future plans for marriage and children?" I know it was unintentional, but it felt like my whole existence was erased.
The instructor in this case obviously didn't intend to hurt anyone, but nonetheless, the impact the student felt was powerful, given greater weight because of inequality outside the classroom.
Contrast this to a sample math problem from the same article: "If Dave and Bob want to buy a $200,000 house but only make $25,000 annually, how should they budget?"
It's a simple example, but one that teaches more than simple math. It interrupts heteronormativity and makes visible the invisibility the previous student commented on, while also creating the opportunity for all students in the class to stop and think. A student who goes on to become a mortgage broker will not only know how to calculate the numbers (and perhaps counsel Dave and Bob to look for a smaller house), but also be more aware of the variety of potential clients.
The goal is not to try to make special accommodations for gay, African-American, or female students, which oversimplifies student identity and casts certain students as "the Other." Disability studies such as by Ben-Moshe (Building Pedagogical Curb Cuts: Incorporating Disability in the University), offer another useful way of examining the interaction of individual identity and cultural norm:
The social model of disability suggests that disability is not individual deficit but one way of understanding difference amidst narrow definitions of normal. An individual may experience an impairment, but this is not inherently negative. Further, it is not a disability until interacting with inaccessibility and ableism. In this way, difficulties in school must be considered from a broader environmental context. Rather than asking what the student needs to change to succeed in the classroom (or stating that certain students do not belong in our classrooms), the social model asks, "What needs to change about the classroom and the teaching to make learning happen for this student, to allow the student to show all that she or he knows?
This model gives us the concept of Universal Design for Learning, in which teaching is designed to improve the learning of all students.
Assumption 3: "But this doesn't have anything to do with learning."
One reason many teachers avoid talking about diversity is the idea that teaching "values" is not our job. But in reality, value-free teaching does not exist (McKeachie, 2002). When we choose what content to teach and what to leave out, when we select examples, when we develop our teaching methods, when we design our assignments, we make decisions about what we value and we communicate those values to our students.
Obviously, creating a safe and welcoming classroom environment has a lot to do with learning. But the relationship between understanding diversity and facilitating learning goes deeper. By helping our students appreciate diversity, we can also make them better thinkers.
Whenever we ask instructors what their goals for a course are, invariably they say, "critical thinking." They talk about students understanding and evaluating multiple perspectives, becoming aware of the complexities of their positions, and seeing alternative ways of solving problems.
William Perry's scheme of Intellectual and Ethical Develop-ment (1970) defines four main stages that students progress through, starting with "dualism" (there's a right answer) to "multiplicity" (there's no way to tell what's right) to "contextual relativism" (there's a way to use evidence to prove a position) and finally, to "commitment." It is this final stage that instructors hope their students will achieve: when they will go out in the world and cope with uncertainty, define their own values and identity, make educated choices, evaluate options, create new knowledge, and become lifelong learners.
What better way to help them achieve those goals than to create a course which explicitly incorporates diversity, challenges assumptions, and invites multiple perspectives?
References & Resources
Ben-Moshe, L., Cory, R. C., Feldbaum, M., & Sagendor, K. (Eds.). (2005). Building Pedagogical Curb Cuts: Incorporating Disability in the University. Publication of the Graduate School, Syracuse University.
Gupta, N., Farrell, K, & Queen, M. (Eds.). (2004). Interrupting Heteronormativity: LGBT Pedagogy and Responsible Teaching at Syracuse University. Publication of the Graduate School, Syracuse University.
Kaplan, M., & Reed, B. G. (2005). But how can I talk with faculty about that? Approaches to consulting around multicultural issues. In M. Ouellett (Ed.), Teaching Inclusively. Stillwater, OK: New Forums Press.
Marchesani, L. S., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. New Directions for Teaching and Learning (52), 9-19.
McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers, 11th ed. Boston, MA: Houghton Mifflin.
Perry, W. G. (1970). Forms of Intellectual and Cognitive Development in the College Years. New York: Holt, Rinehart, & Winston.
Sellers, S. L., Friedrich, K., Saleem, T., & Burstyn, J. N. (2005). Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics. The Board of Regents of the University of Wisconsin System.


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MOUNT VERNON, Wash. (AP) — An Interstate 5 bridge over a river north of Seattle collapsed Thursday evening, dumping vehicles and people into the water.
There was no immediate estimate of how many people were in the water or whether there were any injuries or deaths. Trooper Mark Francis said a portion of the four-lane bridge over the Skagit River collapsed about 7 p.m.
Kari Ranten, a spokeswoman for Skagit Valley Hospital, said two people who were injured in the collapse were en route to the facility. She said another person was being transported to a different area hospital.
It also was not known what caused the collapse of the bridge about 60 miles north of Seattle in Skagit County, which stretches from the North Cascades National Park to a cluster of islands off the Washington coast.
Xavier Grospe, 62, who lives near the river, said he could see three cars with what appeared to be one person per vehicle. The vehicles were sitting still in the water, partially submerged and partly above the waterline, and the apparent drivers were sitting either on top of the vehicles or on the edge of open windows.
"It doesn't look like anybody's in danger right now," Grospe said.
Helicopter footage aired by KOMO-TV in Seattle showed several rescue boats at the bridge collapse scene with several ambulances waiting on the shore. One rescue boat left the scene with one person strapped into a stretcher.
A damaged red car and a damaged pickup truck were visible in the water, which appeared so shallow it barely reached the top of the car's hood.
Crowds of people lined the river to watch the scene unfold.
"It's not something you see every day," said Jimmy O'Connor, the owner of two local pizza restaurants who was driving on another bridge parallel to the one that collapsed. "People were starting to crawl out of their cars."
He said he and his girlfriend were about 400 yards away on the Burlington Bridge when they heard "just a loud bang."
"Then we looked over and saw the bridge was down in the water," he said.
He pulled over and saw three vehicles in the water, including a camping trailer that landed upside-down, he said.
The bridge is not considered structurally deficient but is listed as being "functionally obsolete" - a category meaning that their design is outdated, such as having narrow shoulders are low clearance underneath, according to a database compiled by the Federal Highway Administration.
The bridge was built in 1955 and has a sufficiency rating of 57.4 out of 100, according to federal records. That is well below the statewide average rating of 80, according to an Associated Press analysis of federal data, but 759 bridges in the state have a lower sufficiency score.
According to a 2012 Skagit County Public Works Department, 42 of the county's 108 bridges that are 50 years or older. The document says eight of the bridges are more than 70 years old and two are over 80.
Washington state was given a C in the American Society of Civil Engineers' 2013 infrastructure report card and a C- when it came to the state's bridges. The group said more than a quarter of Washington's 7,840 bridges are considered structurally deficient of functionally obsolete.
Baker reported from Olympia, Wash. Associated Press writer Terry Tang in Phoenix also contributed to this report.


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Giving to the NC Jaycee Burn Center
|By supporting The North Carolina Jaycee Burn Center, you are investing in the outstanding, specialized care our patients receive from the moment of the burn injury through rehabilitation and beyond. As members of our family, burn survivors from across the State of North Carolina and elsewhere can count on us for the support they need.
The North Carolina Jaycee Burn Center is recognized as one of the best comprehensive burn centers in the world. Generous corporations and individuals have played a significant role in supporting the treatment and research advances made in the Burn Center. From the microscope to the bedside, our team works to bring the most advanced treatment for this specialized medical condition to the patient as quickly as possible. The Burn Center accepts both adult and pediatric admissions and maintains the distinguished status of being a "verified" burn center, which is subject to a rigorous review by the American Burn Association and the American College of Surgeons and indicates that the Burn Center provides high quality care and meets stringent standards for personnel qualifications, medical care services, and facilities resources.
How You Can Help
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Chat is available Monday-Wednesday 7:45 A.M. - 8:30 P.M., Thursday and Friday 7:45 A.M. - 4:00 P.M. and Sunday 2:00 P.M. - 6:00 P.M.
The purpose of this document is to serve as a guide in the selection and weeding of books and other materials for the library.
The library exists to support the teaching program of the college. Therefore, the development of the library collection should parallel the development of the college curriculum. Library materials are acquired in accordance with the following priorities:
1. materials to support the current teaching program of the college;
2. materials to support the research interests of the faculty and to assist administrative and service personnel in the effective performance of their duties;
3. general interest materials not directly related to college programs but which are of such importance that they belong in any respectable library;
4. materials relating to the college, the community, and the region;
5. appropriate recreational library materials.
The library will not purposely censor any subject or viewpoint, and will resist any attempt at censorship from an outside source. The library endorses the Library Bill of Rights and the principles of that document are considered an integral part of this policy statement.
All materials purchased with library funds become library property and are housed in the library for the use of the entire campus community. It is inappropriate to use library funds to acquire materials for the exclusive use of any group or individual.
While the library encourages students, faculty, administrative and support staff to submit requests for materials to the library, ultimate responsibility for the overall quality and balance of the library collection rests with the professional library staff. To help insure both the quality and the scope of the collection, each librarian is assigned responsibility for reading reviews, checking bibliographies, and making selections for a number of subject areas, such as the social sciences. Each librarian is expected to enlist the help of the faculty teaching within the subject category.
Materials selected for library purchase should be those among various possible purchases which promise to be, not merely of use, but of the greatest use to the college, its faculty, and its students. Judgment as to whether specific material meet this criterion is exercised most frequently by consulting the opinions of knowledgeable people, either on campus or in such publications as standard bibliographies, dependable review journals, and lists of publications considered to be outstanding by authoritative boards of review.
Specific selection criteria applicable to most library purchases include:
1. the permanent value of the material;
2. the accuracy and timeliness of the material;
3. the literary merit or artistic quality of the material;
4. the authoritativeness of its author/director and/or its publisher/producer;
5. the scarcity of material on the subject;
6. the usefulness of the material with respect to other materials already in the collection, or easily available from other libraries;
7. the cost of the material in comparison with other equally useful material;
8. the format of the material in comparison with other available formats of the same material.
Regular weeding (withdrawing materials from the collection) is essential to the development of a quality collection and involves the application of the selection criteria in reverse. Decisions to withdraw titles from the library will be made in consultation with faculty members of academic departments most directly concerned with possible future use of the resources. This does not preclude the systematic removal from the shelves of superseded, worn out/damaged, or duplicate material by the library staff. Items weeded from the library's collections will be put in storage, sold, exchanged, given away, or discarded.
Content, not format, will be the basic criterion for deciding whether to add any item to the collection. Since format does affect use and cost, however, it cannot be completely ignored.
When available and appropriate to the subject matter, material that is available in electronic format will be preferred over print unless the requestor of the material has specified print or the expected usage will be better served by print. Electronic format makes the item more readily available to all students regardless of their location and eliminate the need for excessive travel of mail expense.
In the acquisition of new book titles, the major emphasis is on acquiring current publications, although important retrospective titles will be acquired. The library always attempts to acquire the latest edition of a title except in rare instances when an earlier edition may be preferred. Standing orders may be entered when every book in a series is wanted.
Periodicals and Newspapers
Periodical and newspaper subscriptions are subject to the same selection criteria as books. Preference is given to titles indexed in the major general and subject indexing and abstracting journals. Once a year departments are asked to review subscriptions within their subject field and to make recommendations as to renewal or cancellation.
Paperback Books
Paperbacks are purchased when it is the only edition available, when the cost difference is substantial and the title is not expected to have heavy use, or the edition is expected to change frequently.
The library does not normally purchase textbooks. When a textbook represents the best source of information on a subject it will be considered for purchase. No attempt is made to supply student demand for textbooks in use at the college.
Audiovisual Media
Audiovisual media is selected for purchase in the same manner as books. All audiovisual media requested should be compatible with available audiovisual equipment
Maps, Pictures, and Charts
Individual maps, pictures and charts may be selected for purchase in the same manner as books. All maps, pictures and charts purchased will be cataloged and housed in the library. Classroom maps should be purchased from departmental funds.
Pamphlets serve as an important supplement to the library's collections. They are inexpensive, concise, and up-to-date. However, most are considered ephemeral and thus are not cataloged. Pamphlets are filed in the vertical file by subject.
Foreign Language Materials
Foreign language materials will normally be limited to those languages taught at the college, but material in other languages may be acquired to meet specific needs when an item is unavailable in translation.
Little-used Materials
Little-used materials and expensive sets are purchased only after consideration of other requests. When practical these materials will be obtained through interlibrary loan rather than by purchase.
Rare Books and Manuscripts
Rare books, manuscripts, and other archival type materials will not be purchased unless a strong research or instructional need is shown.
Materials received as gifts will be evaluated by the same criteria as used to evaluate purchased material. Everything donated to the library becomes library property, to be used as the library staff deem appropriate. Unneeded items will be disposed of by sale, exchange, donation, or discard.
Duplicate Copies
Duplicate copies of heavily-used materials are acquired when needed, but duplication is not encouraged since duplication means that some other title cannot be acquired due to lack of funds.
Replacement Copies
Missing or lost titles are not automatically replaced. Only titles for which there is a demonstrated need will be replaced. In most instances the library will seek to replace a lost or missing title with the same edition if available. Sometimes another edition of the title or a different title on the same subject may be substituted for the title that was lost.
Adopted by the Library Committee, April 14, 1992
Revised January 7, 1993
Revised August 20, 2012


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Israel is an important place in the Bible, where you will find much to remind you of biblical times in cities such as Nazareth, Golgotha and Jerusalem and the Sea of Galilee. Jerusalem is Israel's best known and biggest city and has a large number of sights. The Wailing Wall, Temple Mount and the Old City are tourist magnets. You can also visit the large number of Oriental markets or enjoy the impressive view of the city from the Mount of Olives.
Tel Aviv is the biggest city of Israel and the main cultural and financial centre of the country. The city was actually the capital of Israel for a short time, until 1949, when Jerusalem became the capital.


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Welcome to the Poetry Archives, an educational resource to aid students, educators, and the curious.
We have collected thousands of classical poems to help you recall fond memories or to help create
new ones. Our database is searchable by first-line, author and poem title by key words using the search
feature located on the top right corner of each page. If you're having trouble finding a specific poem, please try our active discussion forums. We constantly monitor user requests and add them if they aren't under a copyright.
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Directorate for Computer and Information Science and Engineering
Secure and Trustworthy Cyberspace (SaTC)
|Nina Amla
|(703) 292-7991
|Shannon I. Beck
|(703) 292-2487
|Sol Greenspan
|(703) 292-8910
|James Joshi
|(703) 292 8950
|Sara Kiesler
|(703) 292-8643
|Wei-Shinn Ku
|(703) 292-8318
|Sandip Kundu
|Jenshan Lin
|(703) 292-7950
|Victor P. Piotrowski
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|Alexander Sprintson
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|Li Yang
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|SaTC Questions: firstname.lastname@example.com
PROGRAM GUIDELINESSolicitation 19-603
Important Information for Proposers
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 20-1), is effective for proposals submitted, or due, on or after June 1, 2020. Please be advised that, depending on the specified due date, the guidelines contained in NSF 20-1 may apply to proposals submitted in response to this funding opportunity.
Full Proposal Accepted Anytime
In today's increasingly networked, distributed, and asynchronous world, cybersecurity involves hardware, software, networks, data, people, and integration with the physical world. Society's overwhelming reliance on this complex cyberspace, however, has exposed its fragility and vulnerabilities that defy existing cyber-defense measures; corporations, agencies, national infrastructure and individuals continue to suffer cyber-attacks. Achieving a truly secure cyberspace requires addressing both challenging scientific and engineering problems involving many components of a system, and vulnerabilities that stem from human behaviors and choices. Examining the fundamentals of security and privacy as a multidisciplinary subject can lead to fundamentally new ways to design, build and operate cyber systems, protect existing infrastructure, and motivate and educate individuals about cybersecurity.
The goals of the SaTC program are aligned with the National Science and Technology Council's (NSTC) Federal Cybersecurity Research and Development Strategic Plan (RDSP) and National Privacy Research Strategy (NPRS) to protect and preserve the growing social and economic benefits of cyber systems while ensuring security and privacy. The RDSP identified six areas critical to successful cybersecurity research and development: (1) scientific foundations; (2) risk management; (3) human aspects; (4) transitioning successful research into practice; (5) workforce development; and (6) enhancing the research infrastructure. The NPRS, which complements the RDSP, identifies a framework for privacy research, anchored in characterizing privacy expectations, understanding privacy violations, engineering privacy-protecting systems, and recovering from privacy violations. In alignment with the objectives in both strategic plans, the SaTC program takes an interdisciplinary, comprehensive and holistic approach to cybersecurity research, development, and education, and encourages the transition of promising research ideas into practice.
The SaTC program welcomes proposals that address cybersecurity and privacy, and draw on expertise in one or more of these areas: computing, communication and information sciences; engineering; education; mathematics; statistics; and social, behavioral, and economic sciences. Proposals that advance the field of cybersecurity and privacy within a single discipline or interdisciplinary efforts that span multiple disciplines are each welcome.
Proposals must be submitted pursuant to one of the following designations, each of which may have additional restrictions and administrative obligations as specified in this program solicitation.
- CORE: This designation is the main focus of the SaTC research program, spanning the interests of NSF's Directorates for Computer and Information Science and Engineering (CISE), Engineering (ENG), Mathematical and Physical Sciences (MPS), and Social, Behavioral and Economic Sciences (SBE).
- EDU: The Education (EDU) designation will be used to label proposals focusing entirely on cybersecurity education.
- TTP: The Transition to Practice (TTP) designation will be used to label proposals that are focused exclusively on transitioning existing research results to practice.
CORE and TTP proposals may be submitted in one of the following project size classes:
- Small projects: up to $500,000 in total budget, with durations of up to three years;
- Medium projects: $500,001 to $1,200,000 in total budget, with durations of up to four years;
EDU proposals are limited to $400,000 in total budget, with durations of up to three years.
- Secure and Trustworthy Cyberspace Frontiers (SaTC Frontiers) - NSF 19-572 program solicitation
- Frequently Asked Questions (FAQs) for SaTC's Transition to Practice (TTP) Designation (NSF 18-572)
- Frequently Asked Questions (FAQs) for SaTC (NSF 18-572)
- Dear Colleague Letter: Removal of Deadlines for the Secure and Trustworthy Cyberspace (SaTC) Program
- Special Guidelines for Submitting Collaborative Proposals under NSF and US-Israel Binational Science Foundation Collaborative Research Opportunities
What Has Been Funded (Recent Awards Made Through This Program, with Abstracts)
Map of Recent Awards Made Through This Program


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Less stress and flexible organization make the preparations for a small wedding easier. The number of guests for the wedding shouldn't be higher than fifty people, and they're usually composed of close friends and family members. The atmosphere is more relaxed, and no one is that eager when it comes to etiquette. comes with an advantage of more savings, unlike those big events. Likewise, there will be lesser pressure in planning the wedding speech as it is going to be addressed in front of a smaller audience (but still, there's still a need to make it interesting for the bride and the visitors).
Rather than paying for trifles, why not get a nice dress, good food and drinks and quality videography. In addition to this, when the planning isn't really that complex, the family can help more with the preparations. There's smaller stress involved with such planning as you don't have lots of things to do.
Even so, the concept of this kind of wedding planning is very relative, because what one understands by "small", it might mean "medium" to others. You'll be certain that an event planned to be small from the beginning, has higher probabilities of turning out as different from typical events. Therefore, don't expect everybody to be excited about the plans, as there'll be a chance that you will be wrong about it.
Some opinions may be daunting, but don't trouble yourself with negative reviews if what you're doing is according to your own good judgment. What matters most is that you and your would-be-spouse should feel contented with the choices and planning you're making. And if family and friends are supportive, what more could you ask for?
Books and online guides can also assist you with the planning, like helping you find the best theme for the event, the groom wedding speech, the menu for the party, and others. Also, you should be able to decide carefully what's good and practical for your situation and then go on. Grins and discouraging statements shouldn't trouble you. Just remember that you are in charge of your wedding. Therefore, without calling it a competition, event planning is a race that you need to win!


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Scientists Discover Regenerative Cell Process That May Reverse Liver Disease
There is a much greater demand for liver transplants than there are available livers. But a liver transplant may not be the only way to save a patient on the waiting list in the future. Now, there is hope that a new technology might help the body enhance the production of healthy cells, so that the liver could literally repair itself.
The liver produces two kinds of cells: bile duct cells and hepatocyte cells. Hepatocyte cells perform a cleansing function in the liver, flushing out toxins, but In diseased liver tissue, such as cirrhosis or chronic hepatitis, the liver produces more bile duct cells.
Researchers at the Medical Research Council (MRC) Centre for Regenerative Medicine at the University of Edinburgh, together with researchers from Glasgow, Belgium, and the Netherlands, have discovered how to encourage the production of hepatocyte cells in greater abundance.
They increased the production of hepatocyte cells by altering the expression of certain genes in early stage liver cells. This new-found technology, if incorporated into a drug, would theoretically help the liver repair itself.
Dr Rob Buckle, head of regenerative medicine at the MRC, said: "Liver transplants have saved countless lives over the years, but demand will inevitably outstrip supply and in the long term we need to look beyond replacing damaged tissues to exploiting the regenerative potential of the human body."
Source: Press Association
by Anonymous
Can this be expanded to other cures IE cancer, neurodisorders, aging, dental,
heart, pancreas etc?? AIDS?
by Anonymous
We need to really take care of the organs in our bodies. We should always try to eat right and not abuse our bodies.


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Prices shown are for 1 adult ticket including taxes & fees.(As ticket fares can change frequently, these advertised prices are for reference only. The actual prices will be shown at time of booking.)
Airlines adjust prices for plane tickets based on the day and time that you book your flight. After analyzing data from all airlines, we have discovered that the best days to book flights from Tel Aviv Yafo to Miami are Tuesdays, Wednesdays, and Saturdays.
Airlines flying from Tel Aviv Yafo to Miami include Aerolineas Argentinas,El Al.
El Al provides 1 of the non-stop flights between Tel Aviv Yafo and Miami.
There are 4 airports in Miami - Miami International Airport,Opa Locka,Miami New Tamiami Apt,Miami Dade Collier Apt.
From US$596
|Flight info.
|Weekly Schedule
LY017El Al
|Tel Aviv Yafo to Miami
AR7851Aerolineas Argentinas
|Tel Aviv Yafo to Miami
There is usually no major price difference between buying a roundtrip flight versus a one-way flight. Increased flexibility is the main benefit when it comes to buying a one-way flight from Tel Aviv Yafo(TLV) to Miami(MIA). However, booking a roundtrip flight is a simpler process. You can compare roundtrip and one-way flights by using our flight comparison tool.
Miami attracts thousands of visitors every year for both business and pleasure. Planning a trip from Tel Aviv Yafo to Miami is easy when you use Trip.com to help you make travel arrangements. With Trip.com, you can search for available flights and hotel rooms, and then make your booking quickly and easily online.
Make your journey from Tel Aviv Yafo (TLV) to Miami (MIA) a trip to remember when you use Trip.com to review city attractions before you arrive. With a preview of what's available at your destination, you can make any necessary reservations in advance for the best travel experience possible.
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Overmeer 4 star en-suite luxury rooms are renowned for their spaciousness, style and elegance, each room is individually decorated to have its own unique ambiance.
Top quality bedding and linen of the highest standards, luxury bathrooms, ample cupboard space, a coffee/tea station and a furnished balcony, are all standard to Overmeers luxury rooms.
On the entertainment side each room also has its own television with a variety of DSTV channels to choose from.
Room #1 offers its guests space and comfort, with the option of a king sized bed or two single beds if preferred. This room features a spacious open-plan bathroom. Air conditioning is offered in this room.The luxurious full bathroom includes a spa bath with bathroom amenities. A coffee/tea station with bar fridge is also included.
This room is situated on the 1st floor, featuring a furnished balcony with spectacular views over the Knysna lagoon.
View More Rooms : #2 #3 #4 #5 #6 #7 #8 #9


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Deposit Miles
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Marathon, Florida News Article
New Web Clearinghouse of Information for Lake Shoreland Protection Resources
Environmental Protection Agency (EPA)
Posted: 10/1/2010
Amy Han
EPA's Office of Water launched a new Web clearinghouse of Lake Shoreland Protection Resources, http://water.epa.gov/type/lakes/shoreland.cfm, which provides practitioners with links to key resources to protect and restore fragile lake shorelands and to promote better stewardship by lakeside property owners and others who recreate on lakes. The clearinghouse, which includes links to fact sheets, webcasts, videos, and other helpful resources for lakeshore protection, is part of an outreach campaign to educate the public and others about the key findings of the National Lakes Assessment (NLA). According to the NLA, poor lakeshore habitat and high levels of nutrients are leading stressors affecting the biological health of lakes. Among the key findings:
In 2007, EPA, the States, Tribes and others partners sampled more than 1,000 lakes as part of this first-ever, national assessment of the ecological condition of the nation's lakes. For a print copy of the report (EPA publication number EPA 841-R-09-001) contact EPA's publications warehouse at 1-800-490-9198. To download a copy of the report or the data used in developing the report, please visit http://www.epa.gov/lakessurvey/. (Contact: Carol Peterson, 202-566-1304)
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ARLINGTON, Texas (AP) -- Mike Napoli was dialed in, no matter who he was going to face. A charmed season for Napoli and the Texas Rangers got even better Monday night, thanks to a most unlikely twist -- a bullpen telephone mix-up. After a dropped ball and a dropped call, of sorts, loaded the bases in the eighth inning, Napoli delivered a tiebreaking two-run double that beat the St. Louis Cardinals 4-2 and gave Texas a 3-2 edge in the World Series. The Rangers moved within one win of capturing their first crown, which they can do Wednesday night in St. Louis. "We certainly won't be out there thinking about we've just got to win one game," Texas manager Ron Washington said. "I've been there before, and that doesn't work." And the Cardinals' approach? Maybe get a smartphone, or perhaps next time they should try texting the bullpen. Napoli's go-ahead stroke came off Marc Rzepczynski, right after a potential double-play ball slipped away from the St. Louis reliever, causing manager Tony La Russa to put his hands to his head in exasperation. More bruising, at least to the Cardinals: Rzepczynski wasn't even supposed to face Napoli. La Russa said he called down to the bullpen earlier in the eighth and wanted Rzepczynski and closer Jason Motte to get ready. Instead, bullpen coach Derek Lilliquist heard only Rzepczynski at first. La Russa called again to ask for Motte and this time Lilliquist heard "Lynn," as in reliever Lance Lynn. "I was more frustrated the double-play ball went off the glove and the fact we had numerous chances to add runs. That's probably more frustrating," La Russa said. "The other part just happens. I mean, it's loud down there, and sometimes you call down there and you have to wait until the crowd and a guy gets up late. I mean, this is not unusual," he said. Said Lilliquist: "You get a bunch of people, and it's loud." "He wanted Motte going easy to back Zep up and I thought I heard Lynn. It transpired from there," he said. "It's basically miscommunication. It was loud. A lot of places are like that. The phone is as good as any phone anywhere." The right-handed Napoli, meanwhile, was set to face the left-handed Rzepczynski with the one out and the score 2-all. "I didn't really see anybody warming up in the bullpen, so I kind of figured I was going to face him," Napoli said. "Just trying to get something to the outfield, you know, get a sac fly, get that run across the board," he said. "I was trying to stay short and I got a pitch I could handle over the middle of the plate and put it in the gap." After Napoli put Texas ahead, the slugging catcher capped off his night of double duty by throwing out a would-be base stealer in the ninth as Albert Pujols struck out. "Pujols is going to put it in play, he's a good contact hitter," Napoli said, "and they were just starting the runner, 3-2. As soon as I got it, I just got rid of it and put it on the bag." In the seventh, Napoli threw out Allen Craig at second with Pujols at the plate. Apparently, Pujols put on his own hit-and-run, then didn't swing. Texas can wrap it up in Game 6, with Colby Lewis facing Jaime Garcia. The weather forecast for Busch Stadium is daunting, calling for rain and temperatures around 50. If the Rangers eventually do win it all, the Texas fans who stood and chanted Napoli's name may forever remember his two-run hit. If the Cardinals lose, there's no doubt which play will stick with La Russa for a long, long time. It was tied when Texas put runners on first and second with one out in the eighth, and Rzepczynski was summoned. David Murphy followed with a bouncer back to the mound, a possible inning-ending double play in the making. But the ball appeared to glance off Rzepczynski's hand and trickled harmlessly away for a single that loaded the bases. In the dugout, La Russa immediately threw his hands to his head, a true "Oh, no!" moment. Napoli, who came close to a three-run homer in his previous at-bat and hit a big homer in a Game 4 win, sent a drive up the alley against the pitcher with the nickname "Scrabble." The double off Rzepczynski sure spelled good things for Texas, with the excitable Washington waving the runners around from the dugout. Darren Oliver earned the win and Neftali Feliz closed for his second save of the Series and sixth of the postseason. Adrian Beltre and Mitch Moreland hit solo home runs off Cardinals ace Chris Carpenter. Texas had fallen behind 2-0 early with C.J. Wilson pitching. Later, it became a battle of the bullpens and Texas prevailed. Octavio Dotel gave up a leadoff double to Young in the eighth, struck out Beltre and intentionally walked Nelson Cruz. That left it up to Rzepczynski, and the game quickly slipped away. La Russa appeared stunned by the turnaround. Later in the eighth, because of the mix-up, he brought in Lynn and had him issue an intentional walk to the only batter he faced. Motte eventually ended the inning, but it was too late. Fittingly, Napoli had a role in the final play. Lance Berkman struck out and the ball hit Napoli's shin guard and trickled up the first base line, where the catcher picked it up and tossed to first base to end the game. Pujols drew three intentional walks, including a pass with two outs and none on in the seventh. The St. Louis slugger then nearly used his legs to put his team ahead. Pujols was running hard on a 3-2 pitch that Matt Holliday hit for a single to left-center. Pujols chugged around the bags and third base coach Jose Oquendo initially waved him home, only to put up a late stop sign. Would Pujols have been safe on shortstop Elvis Andrus' wide throw to the plate? Maybe. But it became moot when Berkman was intentionally walked to load the bases and David Freese flied out against Alexi Ogando. NOTES: Playing on his 34th birthday, Rafael Furcal led off the game with a liner that 3B Beltre backhanded. Furcal started Game 4 the same way. ... Wilson matched the postseason record for walks -- 19 -- set by Cleveland's Jaret Wright in 1997. Wilson's 11 walks in the World Series are the most since Allie Reynolds in 1951. ... Cardinals reliever Arthur Rhodes turned 42. He's the oldest player to celebrate a birthday while playing in the Series. Jim Palmer was 38 in 1983.
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Error page 404 with animated background. It's night and it's dark. Design is layered so you can add more or remove or change positions. Package includes complete html page and customizable psd file.
- Creative
- Jquery Animations
- Easy of use
- PSD Included
- JQuery
- Lato font by Lukasz Dziedzic
- Share by Google Font
- Animated JQuery by JQuery animate
- JQuery rotate by jqueryrotate


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The Astaro Security Gateway appliance (mail applications only) comes to us again, this time highlighting some of its email content functionality.
With this gateway, administrators can set policy to manage spam, encrypt messages and scan email for viruses. Furthermore, this tool allows users to access a web-based portal to manage their own spam quarantine, which cuts down on the need for support intervention.
Getting this appliance up and running is a quick process. When it is connected to the network and the web GUI is accessed for the first time, the administrator is prompted to go through a configuration wizard. This wizard helps not only set up basic system settings, but also initial policy. The only problem we ran into was changing the default IP address. Only after the configuration is complete can a secondary address be created.
At the completion of the wizard, the administrator can now login to the web GUI for finetuning and advanced configuration. We found this GUI to be nicely organized with a fairly intuitive layout. This offering provides a nice amount of configuration flexibility, as well as policy granularity.
Documentation included a quick-start guide, as well as a full administration manual. The quick-start guide outlines clear steps to getting the appliance connected to the network, while the manual covers everything else - from initial configuration to managing advanced functionality. We found both guides to be well-organized with clear and easy-to-follow instructions.
Astaro offers free, web-based technical support via a knowledge base and online user forum. Customers also can purchase phone- and email-based assistance as part of a plan.
At a price just over $2400 for the email protection piece of the appliance, we find this product to be a good value for the money. The Astaro Security Gateway offers a multitude of functionality and policy control at a reasonable price.
Deployment can be a bit challenging, but a first-rate product.


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Video 4 - Knives Out
Please Choose a Time
Children younger than 6 will NOT be admitted to R-rated features after 6pm
Web Movie on Tuesdays
Watch ANY MOVIE! just $2.00 entry!
Click Here to print your coupon and submit at Video 4 for a chance to win a prize!
One coupon per person! Redeem at box office.
Military Special:
Buy one get one free at any Las Cruces theatre every WEDNESDAY with valid military id. One ID per tickt purchased. Does not include 3d films.


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CLASSIC children's storybook characters will be celebrated at a new exhibition.
The Story Museum in Oxford is to open to the public for the special exhibition in April.
Marketing assistant Alex Coke said the museum would not fully open until the £8m needed for the project was raised and the work completed. But she said the children's story character display would be a "taste of things to come" for visitors.
She said: "It is our biggest exhibition yet. Our longest one before was three months. This a big venture for us."
Miss Coke also said the museum was hoping volunteers would come forward to help run the show. She said: "We are looking for volunteers to help set up the exhibition, curate it, and look after the guests."
The new exhibition opens at the Pembroke Street museum on April 5 and will run until November.


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MREs have been feeding our military for decades and there is a lot of science and testing that goes into these Meals-Ready-to-Eat.
In fact, the military has a whole department that is in charge of development of these unique meals. These meals are scientifically designed and crafted to have a 5 year shelf life and be immediately edible at any time. The metalized bags are also a high enough quality that you can throw them on a heat source and it won't melt the bag or leak onto the food.
So, while creating your own MREs, there are some limitations. While a typical MRE has prepared, wet food inside. These homemade MREs will contain freeze-dried food and include a packet of water. Most Mylar bags are able to handle hot liquids (like boiled water) but aren't necessarily meant for cooking in. You'll have to find a military-grade metal bag that is strong enough to cook on a direct heat source if you want to make a true MRE. When you're ready to eat the food, just open up the homemade MRE, pour in the water and eat away!
- Read about Military Meals throughout our history -
However, these homemade MRE packets are great for camping or emergency supplies. If you add an oxygen absorber into the bag, you should be able to get a pretty long shelf life out of the packet and they could easily fit in the trunk of your car or in a 72-hour kit.
You'll need:
• Metalized Mylar Bags
• Freeze-dried food (or powdered drink mix)
• Heating element (hair straightener or non-steaming clothes iron)
• Vacuum sealer
• Scissors
• Measuring tape
1. Measure a square on the Mylar bag that is the size of homemade MRE that you desire. Below, I've made one that measures 6 inches by 11 inches.
2. Use your heating element to seal the metal together along the measurement to create a metalized pouch (one side should be open). Make the seal outside of the square that you've drawn.
3. Commercial MREs come with wet food inside and are specifically tailored to last inside of a metalized pouch. However, you can get a longer shelf life by using freeze-dried just-add-water meals. Add 1-2 cups of food into the metalized pouch that you've created. For an extended shelf life, you can also add an oxygen absorber inside the pouch - but remove it before you eat the contents.
4. Once the food is inside, use a vacuum sealer to suck the air out of the bag (if you desire) and use the heating element to securely seal the open end of the bag. After you seal the end, you are welcome to cut a half inch of the sealed bag off the corners to save on space in your pack.
5. Repeat this process with your other snacks and sides.
6. Bundle all of the homemade MRE bags and water pouches together inside of your pack.
Eating the Homemade MRE
When you're out camping or in an emergency situation, eating your homemade MRE is simple. Just rip open the MRE bag and pour the pouch of water inside. If you have a military-grade metal bag, you can use a MRE Flameless heater to heat the contents.


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*New link
Thanks shifferbrains!
Looking for liner notes? Check here for vinyl LP album covers, especially those hard to find, readable BACK covers, as well as dust sleeves, inserts, labels, stickers, decals and posters.
There are no music files or links to music on this blog.
Click an image first for full size image, then right click and "SAVE IMAGE AS * or drag full image to your file directory *
On: Sunday, May 15, 2011


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Contact Sellerx
Color: Fuchsia Glitter
Sizes: 8mm
Quantity: 3 pairs / 6 pcs
Washer/Back: All of plastic eyes and noses come with free handicraft washer which can be installed by hands
Material: Environment friendly PS & ABS
Certificates: EN71 part 3
Package: OPP bag
Production Time: 4 days
Usage: Plush toys, Craft dolls, Crochet dolls, Amigurumi toys, Stuffed animals, Puppets, Felt dolls, Handmade Art, Teddy bears, Plush animals, Needle feltings, Sewing Toys, Crochet projects, etc
If you have any question, please feel free contact us. You can leave a message or send an email, we will reply you as soon as possible. If you need, we can send our catalog to you.


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Harbour Masters
Our navigational safety team is headed by our Chief Harbour Master who has overall responsible for defining and enforcing the regulations needed to support and manage the safety of navigation on the 95 miles of the tidal River Thames. Given the extensive length of river we cover, and the very diverse uses it is home to, day to day management of the river is overseen by two district Harbour Masters who cover the river between Teddington Lock and Crossness (around Dagenham) and Crossness and the outer estuary, respectively. To find out more about the Chief Harbour Master's team, click on the links below.
Chief Harbour Master - Bob Baker
The PLA's Harbour Masters oversee navigational safety on the River. The Chief Harbour Master has overall responsibility for navigational safety on the tidal Thames. Working for him are a group of Harbour Masters and deputy Harbour Masters, all of whom are experienced mariners. To better handle the different activities on the River, they are divided into two teams:
Harbour Master Lower - Cathryn Spain
Cathryn is the Harbour Master for the Lower District, covering the area between Crossness (Dagenham) to the outer port limits. Cathryn and her team are also responsible for Port Security and Emergency Planning.
For more information about work of the Harbour Master Lower Team click here.
Harbour Master Upper - Mark Towens
For information the responsibilities of the Upper District Team click here.
Harbour Master Thames Tideway Tunnel - Terry Lawrence
Terry and his team look after the major infrastructure project that is Thames Tideway Tunnel, which involves numerous construction sites in the river. As a dedicated and professionally qualified mariner, Terry is well versed in marine operations to provide full-time expertise that is demanded by the complex project.
Harbour Master (SMS & VTS) - Simon Phillips
Simon leads the VTS Department and is responsible for the strategic development of the department's policy and procedural management as well as national/international liaison activities. Simon also retains strategic management of the PLA's IALA and MCA accredited training organisation. Simon is also responsible the maintenance of the port's Marine Safety Management System (SMS).
To find out more about London VTS please click here
To find out more about the work of the SMS Team - please click here